Obstacles to inclusion of students with special educational needs (SEN) in primary mainstream girls schools in the Kingdom of Saudi Arabia (KSA) from the perspective of special education teachers

Alshahrani, Basmah Fahad (2018). Obstacles to inclusion of students with special educational needs (SEN) in primary mainstream girls schools in the Kingdom of Saudi Arabia (KSA) from the perspective of special education teachers. University of Birmingham. Ph.D.

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Abstract

The aim of this research was to give voice to teachers to identify obstacles to the inclusion of students with special educational needs (SEN) in mainstream primary girls schools in the Kingdom of Saudi Arabia(KSA). Specific aspects of focus included the inclusive culture of the school, the staff professional development, the parents’ involvement and collaboration with schools and finally, interactions of typically developing peers with students with SEN. A mixed methods approach was utilised, combining both questionnaires and interviews as data collection tools. The research sample consisted of primary special education teachers. Five hundred teachers were invited to complete the questionnaire portion of the research, with 331 responses. For the interview part, a total of 11 teachers were interviewed. A number of obstacles in each of the four aspects were reported by special education teachers to be hindering the inclusion of students with SEN. Teachers reported a lack of a comprehensive understanding of inclusion, unsupportive school leadership, and ineffective collaborative relationships between teachers, discriminatory language and practice within the schools inaccessible physical environments and insufficient resources. In the aspect of professional development and availability of specialist support, teachers reported a lack of training of school’s staff, the mismatch between pre-service training and the realities of actual practice, insufficient special education supervision, as well as a paucity of available specialist human resources in the inclusive schools. Whilst teachers reported that parents of students with SEN with whom they interact are positive about inclusion and prefer to educate their children in mainstream school rather than in special schools, the teachers perceive that the parents are less interested in becoming involved in, and collaborating with, schools. The research found that this is due to a number of factors, including parental related factors, school related factors and other factors. Positive findings were mostly reported in the aspect of typically developing peers’ acceptance and interactions with students with SEN, although a few negative issues were also identified.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):